Graphics in Bloom's taxonomy using Web 2.0 materials can be very helpful. This chart shows many Web 2.0 materials that can be used for students to search the web and use to help them get a clear understanding of information and gain new ideas. Web 2.0 materials can help students visualize how ideas can be connected, show relationships, and gives a depth of knowledge. In the graphic above there are two that are paired together. Create and Remember are paired together in where whenever an individual creates something it has to be remembered. Analyze and Apply are paired together for the same reason in when you analyze an area the individual has to apply what was learned.
Audio Component
An audio component for Bloom's taxonomy helps a student get the order down by associating each step with the sound of a voice telling about that component. Audio can motivate a student to remember, using music and emotions. This helps them understand and apply what they are learning. These are the lower order thinking skills. Students can analyze the material presented through audio. They can then create a way to remember by using music and emotions. They can listen to audio wherever they are. Then they can apply what they learned later after listening to the material.
Visual Component
A visual component helps a student see as well as read what Bloom’s Taxonomy means and represents. For a visual learner this helps put the pieces of the puzzle together. A visual component is a learning tool. They are used to convey an idea more effectively. Another reason for using a visual component is to help an audience use their visual ability into full capacity. A visual component can give more information to the audience if they choose to continue with the visual component. They can learn more from it in which to apply later if they choose to.
Text Components
“Bloom’s Taxonomy is a classification system developed in 1956 by education psychologist Benjamin Bloom to categorize intellectual skills and behavior important to learning” (Briggs & Collis, 1982). Bloom developed the following characteristics as part of his research to cultivate the premise for his taxonomy system.
Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas (Attitude or self)
Psychomotor: manual or physical skills (Skills) (Briggs & Collis, 1982).
Blooms Taxonomy was developed using the premise of a standard traditional learning system in the 1950’s, but in the 1990’s it was revised to reflect the changes and advances occurring in the educational system. Throughout the years following the revision, technology advancements have changed the structure of the educational system, but Bloom’s Taxonomy has continued to be used based on the flexibility and adaptation of the system. With the development of new classroom tools such as Web 2.0 technologies, characteristics of Bloom’s Taxonomy have once again been amended to meet the needs and changes of the educational system. While the system continues to measure the behaviors and actions of all students, it has been adjusted to concentrate on how facilitators must incorporate technology into the learning system. The flexibility of the system will always adapt to changes while supporting the educational system.
Graphics
Graphics in Bloom's taxonomy using Web 2.0 materials can be very helpful. This chart shows many Web 2.0 materials that can be used for students to search the web and use to help them get a clear understanding of information and gain new ideas. Web 2.0 materials can help students visualize how ideas can be connected, show relationships, and gives a depth of knowledge. In the graphic above there are two that are paired together. Create and Remember are paired together in where whenever an individual creates something it has to be remembered. Analyze and Apply are paired together for the same reason in when you analyze an area the individual has to apply what was learned.
Audio Component
An audio component for Bloom's taxonomy helps a student get the order down by associating each step with the sound of a voice telling about that component. Audio can motivate a student to remember, using music and emotions. This helps them understand and apply what they are learning. These are the lower order thinking skills. Students can analyze the material presented through audio. They can then create a way to remember by using music and emotions. They can listen to audio wherever they are. Then they can apply what they learned later after listening to the material.
Visual Component
A visual component helps a student see as well as read what Bloom’s Taxonomy means and represents. For a visual learner this helps put the pieces of the puzzle together. A visual component is a learning tool. They are used to convey an idea more effectively. Another reason for using a visual component is to help an audience use their visual ability into full capacity. A visual component can give more information to the audience if they choose to continue with the visual component. They can learn more from it in which to apply later if they choose to.
Text Components
“Bloom’s Taxonomy is a classification system developed in 1956 by education psychologist Benjamin Bloom to categorize intellectual skills and behavior important to learning” (Briggs & Collis, 1982). Bloom developed the following characteristics as part of his research to cultivate the premise for his taxonomy system.
Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas (Attitude or self)
Psychomotor: manual or physical skills (Skills) (Briggs & Collis, 1982).
Blooms Taxonomy was developed using the premise of a standard traditional learning system in the 1950’s, but in the 1990’s it was revised to reflect the changes and advances occurring in the educational system. Throughout the years following the revision, technology advancements have changed the structure of the educational system, but Bloom’s Taxonomy has continued to be used based on the flexibility and adaptation of the system. With the development of new classroom tools such as Web 2.0 technologies, characteristics of Bloom’s Taxonomy have once again been amended to meet the needs and changes of the educational system. While the system continues to measure the behaviors and actions of all students, it has been adjusted to concentrate on how facilitators must incorporate technology into the learning system. The flexibility of the system will always adapt to changes while supporting the educational system.
Links to Appropriate Websites
Bloom's Digital Taxonomy and Web 2 Tools
http://prezi.com/gxgypkp67mka/blooms-digital-taxonomy-and-web-2-tools/
Bloom's Taxonomy-
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Bloom's Taxonomy Blooms Digitally-
http://www.techlearning.com/studies-in-ed-tech/0020/blooms-taxonomy-blooms-digitally/44988
Bloom's Taxonomy and the Digital World
http://www.openeducation.net/2008/04/11/blooms-taxonomy-and-the-digital-world/
Bloom's Taxonomy
http://www.nmu.edu/Webb/ArchivedHTML/UPCED/mentoring/docs/teachingstrategies.pdfBloom's Taxonomy
http://www.youtube.com/watch?v=Qfp3x_qx5IM
References
Biggs, J. & Collis, K. (1982). Evaluating the Quality of Learning: the SOLO taxonomy. New York, Academic Press
University of Phoenix (2011). Audio in E-Learning [Video file]. Retrieved from University of Phoenix Learning Center website: https://ecampus.phoenix.edu/secure/aapd/ED/AET541/elearning_audio/player.html